MINDSET: A mental attitude that determines how you will interpret and

respond to situations.
1. FIXED MINDSET: the belief that your potential was determined by birth.
Fixed intelligence-IQ test.
No matter how much you learn or how hard you work your
intelligence stays the same!
Intelligence is a fixed trait
2. GROWTH MINDSET:
Every time you work hard, stretch yourself and learn something new
your brain forms new connections and over time you actually become
smarter.
Its not what you are born with that matters; its your mindset that
matters.
Intelligence is a quality that can be changed and developed.

STEPS TO DEVELOPING A GROWTH MINDSET

Step #1: Learn, learn, learn: Its much more important for me to
learn than to get top grades
Step #2 Realize hard work is key: Putting a lot of effort into learning
and working hard is key.
Step #3 Face setbacks: Capitalize on mistakes and confront
deficiencies
I would work harder in class from now on
I would spend more time studying for the test

REMEMBER TO

Focus on effort, struggle, persistence despite setbacks

Choose difficult tasks
Focus on Strategies
Reflect on different strategies that work and dont work
Focus on Learning and improving
Seek challenges
Work hard

BLOOM'S TAXONOMY: AN OVERVIEW

Asking students to think at higher levels, beyond simple recall, is an excellent
way to stimulate students' thought processes. Different types of questions
require us to use different kinds or levels of thinking.
See a list of verbs for use in lesson plans and discussion questions that
correlates to Bloom's levels of thinking.

According to Blooms Taxonomy, human thinking skills can be broken

down into the following six categories.
1. Knowledge: remembering or recalling appropriate, previously learned
information to draw out factual (usually right or wrong) answers. Use
words and phrases such as: how many, when, where, list, define, tell,
describe, identify, etc., to draw out factual answers, testing students'
recall and recognition.
2. Comprehension: grasping or understanding the meaning of
informational materials. Use words such as: describe, explain, estimate,
predict, identify, differentiate, etc., to encourage students to translate,
interpret, and extrapolate.
3. Application: applying previously learned information (or knowledge) to
new and unfamiliar situations. Use words such as: demonstrate, apply,
illustrate, show, solve, examine, classify, experiment, etc., to encourage
students to apply knowledge to situations that are new and unfamiliar.
4. Analysis: breaking down information into parts, or examining (and
trying to understand the organizational structure of) information. Use
words and phrases such as: what are the differences, analyze, explain,
compare, separate, classify, arrange, etc., to encourage students to
break information down into parts.
5. Synthesis: applying prior knowledge and skills to combine elements
into a pattern not clearly there before. Use words and phrases such as:
combine, rearrange, substitute, create, design, invent, what if, etc., to
encourage students to combine elements into a pattern that's new.

6. Evaluation: judging or deciding according to some set of criteria,

without real right or wrong answers. Use words such as: assess, decide,
measure, select, explain, conclude, compare, summarize, etc., to
encourage students to make judgments according to a set of criteria.

DIFERENTIATED INSTRUCTION
DIFERENTIATION: Is a teachers proactive response to learners needs
shaped by mindset and guided by general principles of differentiation.
AN
ENVIRONME
NT THAT
ENCOURAGES
AND
SUPPORTS
LEARNING

QUALITY
CURRICULU
M

ASSESSMEN
T THAT
INFORMS
TEACHING
AND LERNING

INSTRUCTIO
N THAT
RESPONDS
STUDENTS
VARIANCES

LEADING
STUDENTS
AND
MANAGING
ROUTINES

TEACHERS CAN DIFFERENTIATE THROUGH

CONTENT
The information
and ideas
students grapple
with to reach the
learning goals

PROCESS
How students
take in and make
sense of the
content

PRODUCT
How students
show what they
know ,
understand and
can do

ENVIROMENT
The climate or
tone of the
classroom

ACCORDING TO STUDENTS
READINESS
A students proximity to

INTERESTS
Passions, affinities,

LEARNING PROFILE
Preferred approaches to

specified learning goals

kinships that motivate

learning.

learning

THROUGH A VARIETY OF INSTRUCTIONAL STRATEGIES, SUCH AS